Garuda - Garba Rujukan Digital

An Analysis of Speech Act Used in Teaching EFL; what are the Influences on the Students’ Learning and what are the Effect on Communicative Language Teaching Practices Sujariati; Rampeng; Ika Sastrawati, Ika Sastrawati
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 7 No. 1 (2025): June
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v7i1.6278

The primary objective of this research are to investigate the types of speech act used and produced through utterances in teaching process by lecturer in the class, and also need to know the influences of speech acts on students learning. The subject’s research goes to the lecturer and the English students at English department of Education Study Program of universitas Muhammadiyah Makassar. The data collected and analyzed through descriptive qualitative approach. The finding analyzed and displayed qualitatively. The findings showed up only two types of speech act used by lecturer namely; Locutionary act (expressive, directive) and Illocutionary act (assertive, directives, commisives, and expressives . Those are utterances used to function be a statement, command, asking question, and direction. Perlocutionary act itself showed up by students through their responding. The responses from students appeared in verbal by sentence, nonverbal by gestures, and any students gave responses both of them. Students claimed of The impact of the lecturers’ utterances on students’ Learning explained clearly namely can help the students to improve their understanding of implementation language competence, can increase their motivation in learning Pragmatic in English, enhance students to understanding speech act in term pragmatic in their communication, encourage them to imitate and practice speech act in appropriate way in communication and interaction both in the class and beyond the class. Hence, the use of speech act appropriately in teaching truly gave positive effect on communicative language teaching practices.

THE EFFECT OF USING FONDI APPLICATION ON STUDENTS’ SPEAKING SKILL Qirani, Dirsa; Batau, St Haliah; Rampeng, Rampeng
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1428

This study aims to analyze the effect of using Fondi application on students’ speaking skill at SMP Kemala Bhayangkari Makassar. The focus is on understanding how digital tools can influence language acquisition in a classroom setting. This research employed a quantitative method with a pre-test and post-test design. The subject of this study consist of 33 eight-grade students, whose speaking skill were assessed before and after using the Fondi application over a specified period. The results indicate a significant improvement in students’ speaking skill, with the average of pre-test score increasing from 48.18 to 82.42 in the post-test. These findings suggest taht the Fondi application is effective in enhancing students’ speaking skill and creating a more supportive learning environment.

USING THE QUIZLET APPLICATION IN IMPROVING STUDENTS’ ENGLISH VOCABULARY AT SMP TUJUH LIMA MAKASSAR Varian, Devlin Janitra; Muliati, Muliati; Rampeng, Rampeng
THE ACADEMIC: ENGLISH LANGUAGE LEARNING JOURNAL Vol 10 No 1 (2025): THE ACADEMIC: JOURNAL OF ENGLISH LANGUAGE EDUCATION
Publisher : Lembaga Jurnal FKIP Universitas Bosowa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/aellj.v10i1.1460

This research aims to determine the improvement in students' English vocabulary using the Quizlet application on seventh grade at SMP Tujuh Lima Makasssar academic year 2024/2025. This research used a pre-experimental method with a one-group pre-test and post-test design. The research samples were from 22 seventh-grade students at SMP Tujuh Lima Makassar. Data were collected through a multiple-choice vocabulary test administered before and after the treatment. During the treatment, students learned vocabulary through various features in the Quizlet application, which made learning more interesting. Data were analyzed using descriptive statistics and paired t-test using SPSS version 25. The results of this research indicate that students' vocabulary scores improved significantly after using Quizlet. The average score increased from 54.45 on the pre-test to 73.23 on the post-test. The paired t-test results showed a significance level of 0.000 < 0.05, indicating that the improvement was statistically significant. Additionally, through Quizlet's interactive features, students became enthusiastic, active, and motivated in vocabulary learning, enabling the Quizlet application to improve students' English vocabulary mastery.

Analisis Kemampuan Literasi Siswa Berdasarkan Gaya Belajar Di UPT SPF SDN Garuda Kota Makassar Bahrianti, Bahrianti; Hamsiah, Andi; Rampeng, Rampeng
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6078

Kemampuan literasi siswa ditinjau dari gaya belajar siswa sangat penting untuk keberhasilan belajar siswa. Tujuan dari penelitian ini adalah menganalisis kemampuan literasi siswa, gaya belajar siswa, serta menguji hubungan antara tingkat kemampuan literasi dan gaya belajar siswa di UPT SPF SDN Garuda. Pendekatan penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Teknik analisis data meliputi statistik deskriptif data, uji validitas dan reliabilitas untuk memastikan kualitas instrumen, uji korelasi pearson spearman untuk hubungan gaya belajar dan literasi, serta pengujian hipotesis untuk menguji hubungan antara variabel penelitian. Hasil penelitian menunjukkan bahwa kemampuan literasi siswa kelas VI di UPT SPF SDN Garuda secara umum pada tingkat baik, diketahui literasi berpikir kritis yang paling menonjol dibandingkan literasi membaca dan literasi menulis. Gaya belajar siswa cenderung pada gaya visual, diikuti auditori dan kinestetik, menunjukkan ketertarikan yang lebih tinggi terhadap penyajian informasi berbasis visual. Selain itu, terdapat hubungan positif yang signifikan dengan kekuatan sedang antara gaya belajar dan tingkat kemampuan literasi siswa, yang menegaskan bahwa gaya belajar berkontribusi secara signifikan terhadap kemampuan literasi siswa. Diperlukan metode pembelajaran adaptif yang mengakomodasi gaya belajar siswa dan media visual untuk meningkatkan keterlibatan serta kemampuan literasi siswa. Students‘ literacy skills in terms of students’ learning styles are very important for students' learning success. The purpose of this study was to analyse students‘ literacy skills, learning styles, and to examine the relationship between students’ literacy skills and learning styles at UPT SPF SDN Garuda. This research used a quantitative approach with a descriptive correlational method. Data analysis techniques included descriptive statistics, validity and reliability tests to ensure the quality of the instrument, Pearson Spearman correlation test for the relationship between learning styles and literacy, and hypothesis testing to test the relationship between the research variables. The results showed that literacy skills of grade VI students at UPT SPF SDN Garuda were generally at a good level, with critical thinking literacy being the most prominent compared to reading literacy and writing literacy. Students' learning styles tended to be visual, followed by auditory and kinesthetic, indicating a higher interest in visual-based presentation of information. In addition, there was a significant positive relationship with moderate strength between learning styles and students‘ literacy levels, confirming that learning styles contribute significantly to students’ literacy skills. Adaptive learning methods that accommodate students‘ learning styles and visual media are needed to improve students’ engagement and literacy skills.

Pengaruh Teknologi Pembelajaran Berbasis Digital Terhadap Literasi Digital Pada Peserta Didik Kelas IV Di MIS Al Abrar Kota Makassar Fujiah, Fujiah; Asdar, Asdar; Rampeng, Rampeng
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6085

Penelitian ini bertujuan untuk mengetahui: (1) pengaruh teknologi pembelajaran berbasis digital terhadap kemampuan literasi digital peserta didik kelas IV di MIS Al Abrar Kota Makassar; dan (2) efektivitas teknologi pembelajaran berbasis digital dalam meningkatkan literasi digital. Penelitian ini menggunakan metode kuantitatif dengan desain quasi-experimental. Sampel penelitian terdiri atas 37 peserta didik sebagai kelompok eksperimen dan 33 peserta didik sebagai kelompok kontrol yang diambil menggunakan teknik purposive sampling. Instrumen yang digunakan meliputi angket dan tes literasi digital. Analisis data dilakukan dengan uji regresi. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh positif dan signifikan penggunaan teknologi pembelajaran berbasis digital terhadap literasi digital peserta didik, dengan rata-rata skor literasi digital kelompok eksperimen sebesar 57,35, lebih tinggi dibandingkan kelompok kontrol sebesar 47,33; (2) penggunaan teknologi pembelajaran berbasis digital efektif dalam meningkatkan kemampuan literasi digital, dibuktikan dengan nilai signifikan 0,000 < 0,05 dan koefisien regresi yang positif. Dengan demikian, teknologi pembelajaran berbasis digital terbukti mampu meningkatkan aksesibilitas, evaluasi, dan pemahaman peserta didik terhadap informasi digital. Penelitian ini menyimpulkan bahwa penerapan teknologi pembelajaran berbasis digital dapat menjadi strategi yang efektif untuk meningkatkan literasi digital peserta didik. Oleh karena itu, disarankan kepada guru dan sekolah untuk memaksimalkan penggunaan teknologi digital dalam proses pembelajaran. This study aims to determine: (1) the effect of digital-based learning technology on digital literacy skills of fourth grade students at MIS Al Abrar Makassar City; and (2) the effectiveness of digital-based learning technology in improving digital literacy. This research uses quantitative methods with a quasi-experimental design. The research sample consisted of 37 students as the experimental group and 33 students as the control group taken using purposive sampling technique. The instruments used include questionnaires and digital literacy tests. Data analysis was carried out with regression tests. The results showed that: (1) there is a positive and significant effect of using digital-based learning technology on students' digital literacy, with an average digital literacy score of the experimental group of 57.35, higher than the control group of 47.33; (2) the use of digital-based learning technology is effective in improving digital literacy skills, evidenced by a significant value of 0.000 <0.05 and a positive regression coefficient. As such, digital learning technologies are proven to improve learners' accessibility, evaluation and comprehension of digital information. This study concludes that the application of digital-based learning technology can be an effective strategy to improve learners' digital literacy. Therefore, it is recommended for teachers and schools to maximize the use of digital technology in the learning process.

Penerapan Pembiasaan Literasi dalam Pembentukan Karakter Peserta Didik UPT SPF SD Negeri Bawakaraeng II Kota Makassar Hamsah, Hamsah; Asdar, Asdar; Rampeng, Rampeng
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6091

Penelitian ini bertujuan untuk menganalisis penerapan pembiasaan literasi dalam pembentukan karakter peserta didik di UPT SPF SD Negeri Bawakaraeng II Kota Makassar. Pendekatan yang digunakan adalah deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian melibatkan kepala sekolah, guru, peserta didik, dan orang tua. Hasil penelitian menunjukkan bahwa sekolah telah menerapkan program pembiasaan literasi secara sistematis melalui berbagai kegiatan, seperti membaca 15 menit sebelum pelajaran dimulai, program literasi mingguan, dan penyediaan pojok baca di kelas. Pembiasaan ini berkontribusi positif terhadap pembentukan karakter peserta didik, seperti tanggung jawab, rasa ingin tahu, kejujuran, dan sikap toleransi. Selain itu, keterlibatan orang tua dalam mendampingi peserta didik membaca di rumah memperkuat dampak program literasi ini. Namun, terdapat beberapa kendala, seperti terbatasnya koleksi buku bacaan dan rendahnya kebiasaan membaca peserta didik di rumah. Solusi yang diusulkan meliputi peningkatan jumlah buku melalui donasi dan pemberian penghargaan untuk memotivasi peserta didik. Nilai-nilai karakter rasa ingin tahu peserta didik tercermin dari kebiasaan peserta didik bertanya pada guru mengenai pelajaran, hal- hal yang mereka baca, dan lain-lain. Pembentukan karakter melalui budaya literasi ini terus dibiasakan untuk membentuk karakter peserta didik ke arah yang lebih baik. Penelitian ini menyimpulkan bahwa pembiasaan literasi dapat menjadi strategi efektif dalam membentuk karakter peserta didik sekaligus mendukung Gerakan Literasi Sekolah (GLS) yang dicanangkan oleh pemerintah. This study aims to analyze the implementation of literacy habituation in shaping students' character at UPT SPF SD Negeri Bawakaraeng II, Makassar City. The approach used is descriptive qualitative, with data collected through observations, interviews, and documentation. The research subjects include the principal, teachers, students, and parents. The results indicate that the school has systematically implemented a literacy habituation program through various activities such as 15 minutes of reading before lessons begin, weekly literacy programs, and the provision of reading corners in classrooms. This habituation positively contributes to shaping students' character, such as responsibility, curiosity, honesty, and tolerance. Additionally, parents' involvement in accompanying students to read at home reinforces the impact of the literacy program. However, there are several challenges, such as limited book collections and students' low reading habits at home. Proposed solutions include increasing the number of books through donations and providing rewards to motivate students. The value of students' curiosity is reflected in their habit of asking teachers questions about lessons, the materials they read, and other related topics. Character development through literacy culture is consistently encouraged to guide students toward better character formation. This study concludes that literacy habituation can be an effective strategy in shaping students' character while supporting the School Literacy Movement (GLS) initiated by the government.

Makassar Goes to School: Penguatan Literasi Lingkungan Melalui Edukasi Pemilahan Sampah di Sekolah Wilayah Kelurahan Paropo Rampeng, Rampeng; Bakri, Muhammad; Hamid, Restu Januarty; Abeng, Andi Tenri; Amaliyah, Syaila Nur; Wahid, Areski
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v6i1.3684

Permasalahan sampah perkotaan masih menjadi tantangan lingkungan yang kompleks, terutama akibat rendahnya praktik pemilahan sampah sejak dari sumbernya. Kondisi ini menunjukkan bahwa persoalan sampah tidak hanya berkaitan dengan aspek teknis pengelolaan, tetapi juga erat dengan tingkat literasi lingkungan dan perilaku masyarakat. Sekolah memiliki posisi strategis dalam menanamkan kesadaran lingkungan sejak dini, namun edukasi yang diberikan sering kali masih bersifat teoritis dan kurang aplikatif. Artikel pengabdian ini bertujuan untuk mendeskripsikan pelaksanaan serta dampak program Makassar Goes to School dalam memperkuat literasi lingkungan peserta didik melalui edukasi pemilahan sampah di sekolah wilayah Kelurahan Paropo. Program ini dilaksanakan sebagai bagian dari Kuliah Kerja Nyata Universitas Bosowa Angkatan 59 dengan pendekatan edukatif-partisipatif yang menempatkan siswa sebagai subjek aktif dalam proses edukasi. Metode pelaksanaan meliputi sosialisasi interaktif mengenai jenis dan dampak sampah, pengenalan prinsip reduce, reuse, recycle (3R), praktik langsung pemilahan sampah, serta pengenalan konsep bank sampah. Data dikumpulkan melalui observasi dan refleksi selama kegiatan berlangsung, kemudian dianalisis secara deskriptif-kualitatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta didik terhadap jenis-jenis sampah, pentingnya pemilahan sampah sejak dini, serta kesadaran awal mengenai tanggung jawab individu terhadap lingkungan. Pendekatan partisipatif terbukti mendorong keterlibatan aktif dan mempermudah internalisasi nilai-nilai peduli lingkungan. Program ini juga memperluas cara pandang siswa terhadap sampah, dari sekadar limbah menjadi sumber daya yang berpotensi memiliki nilai guna dan ekonomi. Secara keseluruhan, Makassar Goes to School berkontribusi positif dalam penguatan literasi lingkungan berbasis sekolah dan menunjukkan potensi untuk direplikasi sebagai model pengabdian masyarakat yang kontekstual dan berkelanjutan dalam mendukung upaya pengelolaan sampah perkotaan.

SELF-REGULATED EFL SPEAKERS THROUGH METACOGNITIVE INSTRUCTION Syam, Ulfah; Sahib, Nurfaizah; Rampeng, Rampeng
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 3 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i3.1693

This qualitative study investigates the role of metacognitive instruction in developing self-regulated English as a Foreign Language (EFL) speaking skills among undergraduate students. Speaking is often perceived as one of the most challenging language skills due to its cognitive complexity and affective demands. Drawing on theories of metacognition and self-regulated learning, this study explores how metacognitive instruction is implemented in EFL speaking classrooms, how it fosters students’ self-awareness, and how it contributes to the development of self-regulation in speaking. Data were collected through classroom observations, semi-structured interviews, and analysis of instructional materials at State University of Makassar. The data were analyzed thematically using systematic coding and categorization procedures. The findings reveal that metacognitive instruction was implemented through structured pre-speaking, while-speaking, and post-speaking stages that explicitly emphasized planning, monitoring, and evaluation. The instruction enhanced students’ linguistic and affective self-awareness and supported the gradual development of self-regulated speaking behaviors, including independent monitoring, self-correction, and motivational regulation. The study highlights the pedagogical value of integrating metacognitive instruction into EFL speaking classrooms to promote learner autonomy, confidence, and sustainable speaking development

Edukasi Berbasis Potensi Lokal dalam Menguatkan Identitas dan Kemandirian Desa Nadrah, Nadrah; Sujariati, Sujariati; Rampeng, Rampeng; Mallapiang, Yasser; Inayah, Nurul
JOURNAL OF TRAINING AND COMMUNITY SERVICE ADPERTISI (JTCSA) Vol. 6 No. 1 (2026): Februari 2026
Publisher : ADPERTISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62728/jtcsa.v6i1.723

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menguatkan identitas dan kemandirian desa melalui edukasi berbasis potensi lokal di Desa Bonto Kio, Kecamatan Minasatene, Kabupaten Pangkep. Permasalahan yang dihadapi masyarakat meliputi rendahnya pemahaman terhadap potensi lokal, lemahnya kesadaran identitas desa, serta tingginya ketergantungan ekonomi terhadap pihak luar. Kondisi tersebut menunjukkan adanya kesenjangan antara potensi desa yang tersedia dan kemampuan masyarakat dalam mengelolanya secara mandiri. Metode pelaksanaan kegiatan menggunakan pendekatan partisipatif dengan tahapan identifikasi dan survei awal, pelatihan dan workshop, serta pendampingan dan evaluasi. Pendekatan pemberdayaan masyarakat berbasis potensi lokal diterapkan dengan melibatkan masyarakat secara aktif dalam setiap tahapan kegiatan. Peserta kegiatan terdiri atas aparatur desa, tokoh masyarakat, pelaku usaha lokal, dan perwakilan masyarakat Desa Bonto Kio. Hasil kegiatan menunjukkan peningkatan pengetahuan, sikap, dan partisipasi masyarakat dalam mengenali serta mengelola potensi lokal desa. Masyarakat mulai memahami pentingnya identitas dan kearifan lokal sebagai aset pembangunan serta menunjukkan peningkatan motivasi dan kepercayaan diri. Tingkat ketercapaian kegiatan berada pada kategori cukup tinggi dengan rata-rata capaian sekitar 77–80 persen. Kegiatan ini berkontribusi dalam mengisi kesenjangan praktik pemberdayaan desa dengan menekankan penguatan identitas desa sebagai fondasi kemandirian yang berkelanjutan.

Analisis Kemampuan Literasi Siswa Berdasarkan Gaya Belajar Di UPT SPF SDN Garuda Kota Makassar Bahrianti, Bahrianti; Hamsiah, Andi; Rampeng, Rampeng
Jounal of Primary Education Vol 6 No 1 (2025): Bosowa Journal of Education, Desember 2025
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v6i1.6078

Kemampuan literasi siswa ditinjau dari gaya belajar siswa sangat penting untuk keberhasilan belajar siswa. Tujuan dari penelitian ini adalah menganalisis kemampuan literasi siswa, gaya belajar siswa, serta menguji hubungan antara tingkat kemampuan literasi dan gaya belajar siswa di UPT SPF SDN Garuda. Pendekatan penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif korelasional. Teknik analisis data meliputi statistik deskriptif data, uji validitas dan reliabilitas untuk memastikan kualitas instrumen, uji korelasi pearson spearman untuk hubungan gaya belajar dan literasi, serta pengujian hipotesis untuk menguji hubungan antara variabel penelitian. Hasil penelitian menunjukkan bahwa kemampuan literasi siswa kelas VI di UPT SPF SDN Garuda secara umum pada tingkat baik, diketahui literasi berpikir kritis yang paling menonjol dibandingkan literasi membaca dan literasi menulis. Gaya belajar siswa cenderung pada gaya visual, diikuti auditori dan kinestetik, menunjukkan ketertarikan yang lebih tinggi terhadap penyajian informasi berbasis visual. Selain itu, terdapat hubungan positif yang signifikan dengan kekuatan sedang antara gaya belajar dan tingkat kemampuan literasi siswa, yang menegaskan bahwa gaya belajar berkontribusi secara signifikan terhadap kemampuan literasi siswa. Diperlukan metode pembelajaran adaptif yang mengakomodasi gaya belajar siswa dan media visual untuk meningkatkan keterlibatan serta kemampuan literasi siswa. Students‘ literacy skills in terms of students’ learning styles are very important for students' learning success. The purpose of this study was to analyse students‘ literacy skills, learning styles, and to examine the relationship between students’ literacy skills and learning styles at UPT SPF SDN Garuda. This research used a quantitative approach with a descriptive correlational method. Data analysis techniques included descriptive statistics, validity and reliability tests to ensure the quality of the instrument, Pearson Spearman correlation test for the relationship between learning styles and literacy, and hypothesis testing to test the relationship between the research variables. The results showed that literacy skills of grade VI students at UPT SPF SDN Garuda were generally at a good level, with critical thinking literacy being the most prominent compared to reading literacy and writing literacy. Students' learning styles tended to be visual, followed by auditory and kinesthetic, indicating a higher interest in visual-based presentation of information. In addition, there was a significant positive relationship with moderate strength between learning styles and students‘ literacy levels, confirming that learning styles contribute significantly to students’ literacy skills. Adaptive learning methods that accommodate students‘ learning styles and visual media are needed to improve students’ engagement and literacy skills.

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